High School Chemistry Teachers Practice TPACK Research In Classroom

Along with the advancement of education informatization,the informatization of teachers' application of information technology teaching ability put forward higher requirements.Integration technology subject teaching knowledge(TPACK)theory is proposed,for the study of teachers' effective use of information technology provides a new perspective on subject teaching.This study combing TPACK literature found that the TPACK research in the field of chemistry discipline is relatively less,and no one explored TPACK in practice.Therefore,this research from the perspective of practice research of high school chemistry teacher TPACK,intended to find out the characteristics of the high school chemistry teachers' current practice TPACK,specific performance,the existence question,and then in view of the problems put forward relevant strategies or Suggestions to promote the development of high school chemistry teacher TPACK.This research mainly includes five parts:the first part is the introduction,this paper expounds the research background,research purpose,research significance,research methods from several aspects such as content.The second part is the core concept definition and literature review of TPACK.The third part is the present situation of high school chemistry teacher TPACK survey,through the establishment of high school chemistry teacher TPACK class level scale,to classroom observation,scoring 30 teachers come to the conclusion and analysis data.The fourth part through the in-depth analysis of the process of classroom teaching,find out the high school chemistry teachers' classroom TPACK.The fifth part as the research conclusion and prospect,including the research conclusion,the development Suggestions,limitations and future research prospects.Conclusion of this study are as follows:(1)high school chemistry teachers in the classroom practice TPACK in middle rdi level,and in TK,TCK,TPK,TPCK four knowledge dimension development very unequal,characterized by integration of elements,the more the worse their knowledge level.(2)the practice of high school chemistry teacher TPACK structure to develop the application of information technology to optimize the classroom teaching of knowledge,and the practical application of information technology level is uneven.(3)high school chemistry teachers' classroom practice of TPACK greatly influenced by information technology environment and teachers' teaching idea.(4)high school chemistry teachers'classroom practice of TPACK there is no fixed model of development,but has the mobility and dynamic,It is the final result of the coordination that CK,PK,the TK influence each other,coordinate with each other.Finally the development of high school chemistry teachers' advice is:rich information-based teaching environment,update the concept of chemistry teachers'information technology and the education idea,strengthen China's information technology training,through class teaching practice,to inspect quality class activities such as development and promotion of high school chemistry teacher TPACK.